Do, show, and tell: Children's event memories acquired through direct experience, observation, and stories

被引:73
作者
Murachver, T [1 ]
Pipe, ME [1 ]
Gordon, R [1 ]
Owens, JL [1 ]
Fivush, R [1 ]
机构
[1] EMORY UNIV,ATLANTA,GA 30322
关键词
D O I
10.1111/j.1467-8624.1996.tb01901.x
中图分类号
G44 [教育心理学];
学科分类号
0402 ; 040202 ;
摘要
To investigate how source of event information influences children's event representations, 5- and 6-year-old children were exposed to a novel event through direct experience, observation, or a story. 2 of the 4 scenes comprising the event contained actions that were logically organized, and the remaining 2 scenes contained actions that were arbitrary in their organization. Children received either 1 or 3 exposures to the event. For children receiving multiple exposures, 2 scenes contained actions that varied across exposures. A few days following their last exposure, children were asked to verbally recall and reenact the event. Reports were generally more complete, organized, and accurate when the event was directly experienced compared to when it was observed or heard about through a story. However, the impact of information source interacted with interview (recall, reenactment) and number of event exposures. Furthermore, children's sensitivity to event structure was dependent on information source and exposure. These results highlight the importance of information source in the formation of children's event representations.
引用
收藏
页码:3029 / 3044
页数:16
相关论文
共 30 条
[1]   THE EFFECTS OF INVOLVEMENT ON CHILDRENS MEMORY FOR EVENTS [J].
BAKERWARD, L ;
HESS, TM ;
FLANNAGAN, DA .
COGNITIVE DEVELOPMENT, 1990, 5 (01) :55-69
[2]   CONSTRUCTING EVENT REPRESENTATIONS - BUILDING ON A FOUNDATION OF VARIATION AND ENABLING RELATIONS [J].
BAUER, PJ ;
FIVUSH, R .
COGNITIVE DEVELOPMENT, 1992, 7 (03) :381-401
[3]   ONE THING FOLLOWS ANOTHER - EFFECTS OF TEMPORAL STRUCTURE ON 1-YEAR-OLD TO 2-YEAR-OLD RECALL OF EVENTS [J].
BAUER, PJ ;
MANDLER, JM .
DEVELOPMENTAL PSYCHOLOGY, 1989, 25 (02) :197-206
[4]  
BAUER PJ, 1994, J EXPT CHILD PSYCHOL, V57, P377
[5]   CONTEXTUAL TRENDS IN INTELLECTUAL-DEVELOPMENT [J].
CECI, SJ .
DEVELOPMENTAL REVIEW, 1993, 13 (04) :403-435
[6]  
FIVUSH R, 1992, CHILD DEV, V63, P188
[7]  
FIVUSH R, 1984, CHILD DEV, V55, P1697, DOI 10.2307/1129917
[8]   CONFUSIONS BETWEEN MEMORIES FOR PERFORMED AND IMAGINED ACTIONS - A DEVELOPMENTAL COMPARISON [J].
FOLEY, MA ;
JOHNSON, MK .
CHILD DEVELOPMENT, 1985, 56 (05) :1145-1155
[9]   A MULTIPLE-ENTRY, MODULAR MEMORY SYSTEM [J].
JOHNSON, MK .
PSYCHOLOGY OF LEARNING AND MOTIVATION-ADVANCES IN RESEARCH AND THEORY, 1983, 17 :81-123
[10]  
JOHNSON MK, 1985, ADV COGNITIVE BEHAVI, V4, P1